Historical Inquiry & Paul Harvey "Rest of the Story" Adaptation
Building on our study of inquiry-based learning as a sound, research-based method for content-area learning, we will use Paul Harvey’s Rest of the Story format as a framework for conducting our own inquiries. In other words, you will be writing your own story modeled after Harvey’s technique. For this project you will conduct an in-depth inquiry on a meaningful topic of interest to you (e.g., person, event, place, hobby, etc.), ideally related to English language arts and/or social studies in some way (it’s okay if it’s not, but you’ll want to consider your topic in terms of historical inquiry as well —you should draw upon the list of topics of genuine interest you generated in class as a starting point). First, you will conduct research related to your topic and write a historical inquiry paper; and second, you will undertake an effort to uncover ironic, unexpected, and interesting details about your topic. In other words, your more formal research paper will serve as a bridge to writing your own Rest of the Story piece on your topic.
After writing your historical inquiry paper as described by Dr. Lee and Crystal, you will then re-organize your findings, or some aspect of them, in such a way that you present your audience with the story, and then you will lead them to the lesser known, ironic part—the rest of the story! As discussed in class, irony can be dramatic, but it can also be very subtle—either one can be very effective depending on how you spin your narrative. As part of our process, we will discuss irony and review some of the media literacy work from ECI 306. In addition to writing a research-based essay, we will bring Harvey’s radio-based format into the 21st century by creating digital videos that we will post online so they can be shared with students and adults around the world! In preparation, we will read some of Harvey’s stories and listen/view to past students’ stories as well. Part of what we will listen for is the dramatic quality of Harvey’s writing, voice, and presentation style—all of which contribute to characteristics of good storytelling.
Each phase of your research will be supported with appropriate scaffolds and structure. The process in which you engage will be similar to the process you will facilitate for your own students at some point. Although you will not necessarily use the same methods as your middle grades students, your experiences in this inquiry project should help you better understand and appreciate the inquiry process. Please see the Inquiry Project Guidelines provided in class and on the moodle for the phases of this project and, where applicable, the approximate due dates for completion of each step. Onward with your quest for answers!
Note:The project guidelines and rubric will be provided in class on Thursday, 9/13 to be reviewed for your 435 class on Tuesday, 9/18. Crystal will go over these with you on that date, and Dr. Young will follow up on 9/20. Remember, your topic and related questions should be posted by 9/13 on the Inquiry Project Topics page.
Resources:
Paul Harvey "Rest of the Story" Format / Structure Handout -
See digital video examples of Paul Harvey stories and student Paul Harvey Projects here:PH Examples
Our Criteria & Characteristics for Effective Digital Video Stories (Please Add your ideas from Class 10 below & we'll discuss in Class 11):
Well-planned -- both in terms of visual presentation and the audio component as well (the oral storytelling part along with any background music included if applicable) -- Dr. Y
Clear speaking voice-- the audience should be able to understand the speaker without any problems. (No mumbling, stuttering, or talking too quietly) -- Alex G
Concise and purposeful. No unnecessary graphics or music. Make sure that every creative decision is going to add to the meaning of the video and do not allow the message to get lost in the medium.--Hannah Acuff
Clear and appropriate visuals with smooth transitions. -Michelle
Creative, good visuals, common language
Accessible language -- Tyler
If you use background music, make sure it doesn't overpower your narrative voice -- Stephanie H.
Practice before filming! -- Brittany J.
Your digital video / story should have a title clip / sequence and a closing credits clip / sequence -- Dr. Y
MSL Inquiry-Based Learning Project:
Historical Inquiry & Paul Harvey "Rest of the Story" Adaptation
Building on our study of inquiry-based learning as a sound, research-based method for content-area learning, we will use Paul Harvey’s Rest of the Story format as a framework for conducting our own inquiries. In other words, you will be writing your own story modeled after Harvey’s technique. For this project you will conduct an in-depth inquiry on a meaningful topic of interest to you (e.g., person, event, place, hobby, etc.), ideally related to English language arts and/or social studies in some way (it’s okay if it’s not, but you’ll want to consider your topic in terms of historical inquiry as well —you should draw upon the list of topics of genuine interest you generated in class as a starting point). First, you will conduct research related to your topic and write a historical inquiry paper; and second, you will undertake an effort to uncover ironic, unexpected, and interesting details about your topic. In other words, your more formal research paper will serve as a bridge to writing your own Rest of the Story piece on your topic.
After writing your historical inquiry paper as described by Dr. Lee and Crystal, you will then re-organize your findings, or some aspect of them, in such a way that you present your audience with the story, and then you will lead them to the lesser known, ironic part—the rest of the story! As discussed in class, irony can be dramatic, but it can also be very subtle—either one can be very effective depending on how you spin your narrative. As part of our process, we will discuss irony and review some of the media literacy work from ECI 306. In addition to writing a research-based essay, we will bring Harvey’s radio-based format into the 21st century by creating digital videos that we will post online so they can be shared with students and adults around the world! In preparation, we will read some of Harvey’s stories and listen/view to past students’ stories as well. Part of what we will listen for is the dramatic quality of Harvey’s writing, voice, and presentation style—all of which contribute to characteristics of good storytelling.
Each phase of your research will be supported with appropriate scaffolds and structure. The process in which you engage will be similar to the process you will facilitate for your own students at some point. Although you will not necessarily use the same methods as your middle grades students, your experiences in this inquiry project should help you better understand and appreciate the inquiry process. Please see the Inquiry Project Guidelines provided in class and on the moodle for the phases of this project and, where applicable, the approximate due dates for completion of each step. Onward with your quest for answers!Note: The project guidelines and rubric will be provided in class on Thursday, 9/13 to be reviewed for your 435 class on Tuesday, 9/18. Crystal will go over these with you on that date, and Dr. Young will follow up on 9/20. Remember, your topic and related questions should be posted by 9/13 on the Inquiry Project Topics page.
Resources:
See digital video examples of Paul Harvey stories and student Paul Harvey Projects here: PH Examples
Our Criteria & Characteristics for Effective Digital Video Stories (Please Add your ideas from Class 10 below & we'll discuss in Class 11):